28 The researcher also analyzed the data from the questionnaire and the
interview. Questionnaire and interview were also analyzed by summarizing them into description form. The researcher would compare the data gathered from
questionnaire and interview to support the result of the research whether the use of contextual teaching and learning improves the students’ speaking skill or not.
In order to see the improvement of students speaking skill, the researcher used speaking rubric. The researcher observed the progress of the students
speaking skill
including task
completion, comprehensibility,
fluency, pronunciation, vocabulary, and grammar. If the students’ performance in the first
cycle was better than the students’ performance in the preliminary study, and the students’ performance in the second cycle was better than the students’
performance in the first cycle, it could indicate that the students made good
progress.
F. Research Procedure
There were five steps conducted by the researcher. First, the researcher observed and did preliminary study in class XG of SMA Negeri 1 Kasihan Bantul
to identify problems faced by the students. Second, the researcher planned some strategies in teaching related to contextual teaching and learning which would be
conducted in order to solve the problems. Third, the researcher asked for permission from BAPPEDA Bantul. Fourth, the researcher prepared instruments
used in the research to collect the data. Fifth, the researcher analyzed and interpreted the data to draw a conclusion to answer the research problem that is to
29 what extent the use of contextual teaching and learning help students XG of SMA
Negeri 1 Kasihan Bantul improve their speaking skills.
30
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
This chapter discusses the implementation of CTL in the first and second cycle, the findings in cycle one and two, and the improvement in the first and
second cycles. The findings of this study were based on the result of action implemented in XG of SMA N 1 Kasihan Bantul. In conducting the research, the
researcher played teacher’s role in the class. This chapter consists of the implementation of CTL in the first cycle, research finding in the first cycle, the
implementation of CTL in the second cycle, research finding in the second cycle, and the improvement of students’ speaking skill.
A. The Implementation of Contextual Teaching and Learning in the First Cycle
The use of Contextual Teaching and Learning CTL in teaching and learning process in the first cycle was conducted in two meetings on Wednesday,
April 11, 2012 and Thursday, April 12, 2012. The first meeting was conducted in forty five minutes. The second meeting was conducted in ninety minutes. There
were 32 students who joined the class. The topic in the first cycle was giving and responding to compliment. The researcher chose the topic based on the topic listed
in the syllabus of English subject.
